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It is required that every student (arrive) ______ at school before 8:00 a.m.
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Americans no longer expect public figures, whether in speech or in writing, to command the English language with skill and gift. Nor do they aspire to such command themselves. In his latest book, Doing Our Own Thing: The Degradation of Language and Music and Why We Should, Like, Care, John McWhorter, a linguist and controversialist of mixed liberal and conservative views, sees the triumph of 1960s counter - culture as responsible for the decline of formal English. Blaming the permissive 1960s is nothing new, but this is not yet another criticism against the decline in education. Mr. McWhorter’’ s academic speciality is language history and change, and he sees the gradual disappearance of "whom", for example, to be natural and no more regrettable than the loss of the case - endings of Old English. But the cult of the authentic and the personal, "doing our own thing", has spelt the death of formal speech, writing, poetry and music. While even the modestly educated sought an elevated tone when they put pen to paper before the 1960s, even the most well regarded writing since then has sought to capture spoken English on the page. Equally, in poetry, the highly personal, performative genre is the only form that could claim real liveliness. In both oral and written English,talkings triumphing over speaking, spontaneity over craft. Illustrated with an entertaining array of examples from both high and low culture, the trend that Mr. McWhorter documents is unmistakable. But it is less clear, to take the question of his subtitle, why we should, like, care. As a linguist, he acknowledges that all varieties of human language, including non -standard ones like Black English, can be powerfully expressive--there exists no language or dialect in the world that cannot convey complex ideas. He is not arguing, as many do, that we can no longer think straight because we do not talk proper. Russians have a deep love for their own language and carry large chunks of memorized poetry in their heads, while Italian politicians tend to elaborate speech that would seem old -fashioned to most English- speakers. Mr. McWhorter acknowledges that formal language is not strictly necessary, and proposes no radical education reforms--he is really grieving over the loss of something beautiful more than useful. We now take our English "on paper plates instead of china". A shame, perhaps, but probably an inevitable one. The word "talking" ( Line 6, Paragraph 3) denotes
Task 1Directions: After reading the following passage, you will find 5 questions or unfinished statements, numbered 36 through 40. For each question or statement there are 4 choices marked A), B), C) and D). You should make the correct choice and mark the corresponding letter on the Answer Sheet with a single line through the centre As the pace of life continues to increase, we are fast losing the art of relaxation. Once you are in the habit of rushing through life, being on the go from morning till night, it is hard to slow down. But relaxation is essential for a healthy mind and body. Stress is a natural part of everyday life. In fact, it is not the bad thing as it supposed to be. A certain amount of stress is vital (重要的)to provide motivation and give purpose to life. It is only when the stress gets out of control that it can lead to poor performance and ill health. The amount of stress a person can withstand (忍受) depends very much on the individual. Some people are not afraid of stress. Such characters are best for management. Others lose heart at the first signs of stress. When exposed to stress we react both chemically and physically. It is when such a reaction lasts long, through continued exposure to stress, that health becomes endangered. Since we can’t remove stress from our lives, we need to find ways to deal with it. In the last sentence of the passage, "deal with it" refers to ______
The fact that he had made a new invention (great) ______ encouraged us.
The standardized educational or psychological tests that are widely used to aid in selecting, classifying, assigning ,or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in Congress. 71. The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with illinformed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user. All informed predictions of future performance are based upon some knowledge of relevant past performance: school grades, research productivity, sales records, or whatever is appropriate. 72. How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is always interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error. Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. 73.Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the evidence from experience concerning comparative validity and upon such factors as cost and availability. 74. In general, the tests work most effectively when the qualities to be measured can be most precisely defined and least effectively when what is to be measured or predicted can not be well defined. Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. 75. For example, they do not compensate for gross social inequality, and thus do not tell how able an underprivileged youngster might have been had he grown up under more favorable circumstances.
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